Term
| Ways to improve children's friendship strategies |
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Definition
Shaping: Involves the use of rewards.
Modeling: modeling what you want to teach
Coaching:Involves directly telling children how to perform a skill.
Peer Teaching: is the process of placing a more friendship based/able child with a less able child.
Increasing social problem solving skills: the ability and skills to solve social problem solving skills like keeping friends.
Initiating cooperative activity and play: Teaching the phases of the friendship process. |
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Term
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Definition
| The capacity to cooperate in a group, to regulate one's own behavior according to society and getting along with others. |
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Term
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Definition
| The ability to behave in acceptable ways of one's own choice rather than depending on others to regulate one's behavior. |
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Term
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Definition
| A statement that expresses behavior expectations for children. It could include a reflection of what the child is saying, doing or feeling. |
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Term
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Definition
| Providing consequences to a behavior that will either decrease or increase the likelihood that the behavior will occur again. |
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Term
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Definition
| Detracts from child's development of self-control. |
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Term
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Definition
| Having no concept of what is right or wrong. |
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Term
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Definition
| Following a rule merely to gain a reward or avoid a punishment. |
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Term
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Definition
| Following a rule to imitate or gain approval of and individual one admires. |
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Term
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Definition
| Following rules based on an internal code of ethics; self discipline. |
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Term
| How experience influences Self-Discipline |
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Definition
1. Direct instruction: specific directions used by adults to regulate children's behavior.
2. Modeling: An intervention tool involving the process of demonstration of a skill "in action".
3.Punishment/Reinforemcement |
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Term
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Definition
1. Authoritarian: Adults who vigilantly enforce the rules typically w/ out explanation.
2. Authoritative:Adults who respond to children's needs with warmth and nurturance and have high standards and expectations for behavior. Emphasis on teaching responsibility.
3. Permissive: Emphasizing warmth and affection with little guidance or instruction.
4. Uninvolved: Adults who ignore children. |
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Term
| 4 R's Used in Creating a Personal Message |
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Definition
1. Reflect: use a behavior, paraphrase or affective reflection.
2. React:Describe your emotion and the child's behavior.
3. Reason: Give a reason for your message
4. Rule: Tell children what to do vs. what not to do. |
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Term
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Definition
| Are consequences that reward children for maintaining a rule or encourage the child to repeat positive behavior. |
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Term
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Definition
| Strategies that detract from self-control such as hitting, yelling. |
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Term
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Definition
| Strategies that enhance self control in children. Constructive actions that are aimed at helping children recognize the impact of their behavior on themselves and others. |
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Term
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Definition
| A consequence that occurs without intervention from an adult. Ex: Losing jacket |
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Term
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Definition
1. Rehearsal: children practice a desired behavior.
2. Restitution: Children make genuine amends for their behavior.
3.Temporary Loss of Privilege: for a brief time, children forfeit a privilege they have abused. |
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Term
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Definition
| Consequences not related to the action but set up by an adult in response to a child's misbehavior. |
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Term
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Definition
1. Reluctance to follow through
2. Insisting that a child apologizes.
3. Demanding cheerful compliance.
4. Harboring grudges
5. Ignoring natural consequences |
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Term
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Definition
| Anti-social behavior that damages or destroys property or results in physical or emotional injury to a person or animal. It can be verbal or physical. |
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Term
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Definition
| Being mean to others for no good reason |
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Term
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Definition
1. Accidental: Without thinking children hurt others during play.
2. Instrumental:occurs when children are so intent on getting what they want or defending something that their physical actions result in someone getting hurt.
3. Expressive:Occurs when a child enjoys physical action that unintentionally hurts others.
4. Hostile: When children want to intentionally inflict pain on others. |
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Term
| Ineffective Strategies Adults Try to use to reduce children's aggressive behaviors |
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Definition
1. Physical Punishment
2.Ignoring aggression: in hopes that it will go away.
3. Displacement: displace their emotions onto an un-related target.
4. Inconsistency: Not being consistent when it comes to discipling children. |
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Term
| Effective Strategies Adults Use to Reduce Children's Aggressive Behaviors |
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Definition
1. Modeling: an intervention tool involving the process of demonstration of a skill in action.
2. Reinforcement:providing some consequence to behavior that increases the liklihood that the behavior will occur in a similar situation.
3. Direct Instruction: specific directions used by adults to regular children's behaviors through physical and verbal controls. |
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Term
| Reasons why some children are aggressive |
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Definition
| Children are aggressive for a variety of reasons which include but not limited to biology, as a result of learning, imitating others, the frustration-aggression hypothesis, modeling by others and lack of knowledge and skill. |
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Term
| Difference between being assertive and being aggressive |
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Definition
| The main difference between the two is the fact that when someone is being assertive they are expressing themselves while respecting other people's rights and feelings. When someone is aggressive they do not even consider the other person's feelings. |
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Term
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Definition
| Acts that benefit, assist or support others without external rewards. |
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Term
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Definition
| Having the knowledge and skills to act competently. |
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Term
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Definition
| Verbally assigning particular characteristics to children. It is a verbal strategy to affect how children think about themselves. |
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Term
| Three Steps to Acting Prosocially |
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Definition
1. Awareness-Become aware that sharing, help or cooperation is needed.
2. Decision-Deciding to act or not
3. Action-Carrying out the prosocial behavior (taking action) |
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Term
| Benefits of Engaging in Prosocial Behavior |
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Definition
1. Creates feelings of satisfaction
2. Promotes ongoing relationships
3. Increases popularity among peers
4. Increases chances of receiving help in the future.
5. Increases academic performance |
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Term
| Strategies to Teach Pro Social Behavior |
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Definition
1. Having a discussion about the value of prosocial behavior.
2. Telling or reading stories that illustrate prosocial behavior.
3.Having children act out scenarios or role play prosocial situations.
4. Teaching children games that promote cooperation and teamwork skills.
5. Creating opportunities for students to help or cooperate in real life situations.
6. Demonstrating prosocial behavior with dolls or puppets. |
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Term
| Difference between a friend and a peer |
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Definition
| Peers are typically age mates while friends are selected from social networks based on what feels right. Peers are classmates and friends are the people you have things in common with and spend extra time with outside of the school setting. |
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